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Course Criteria
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1.00 Credits
What exactly do we mean by quality education How do we successfully change schools that lack quality education This course addresses such questions, with a focus on the problem of racial segregation in schooling, visions of quality and integrated education, and plans for achieving school desegregation. Emphasis will be placed on urban education and relation of educational systems in cities to those in surrounding suburbs. Academic learning will be integrated with service at school sites. Enrollment limited. 1.00 units, Lecture
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3.00 Credits
What is gender equity in schooling and what impact does this have on gender equity more broadly Different disciplinary perspectives on the impact of gender in learning, school experience, performance and achievement will be explored in elementary, secondary, post-secondary, and informal educational settings. The legal and public policy implications of these findings (such as gender-segregated schooling, men's and women's studies programs, curriculum reform, Title IX, affirmative action and other proposed remedies) will be explored. Findings on socialization and schooling in the United States will be contrasted with those from other cultures. Enrollment Limited. 1.00 units, Lecture
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1.00 Credits
The historical role of religion in shaping American life and thought, with special attention to the influence of religious ideologies on social values and social reform. (May be counted toward American Studies.) 1.00 units, Lecture
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25.00 Credits
A survey of the biological, cognitive and social factors that influence the process of development. The course will focus on both theoretical and empirical issues in child development and will include topics such as attachment, language, condition, and socialization. The course will highlight how cultural factors, especially for children growing up in urban environments, influence both the manner and the end result of the developmental process. The optional laboratory introduces students to the major scientific methods of observation, interviews, and experimentation that are used to study important developmental questions in the areas of language, memory and concept development, sex-role stereotyping, prosocial development and play. Prerequisite: Psychology 101 or permission of the instructor. Enrollment limited. (11 4 course credits with optional laboratory) Prerequisite: C- or better in Psychology 101. 1.00 units min / 1.25 units max, Lecture
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0.00 Credits
How do we explain the rise and decline of education reform movements How do we evaluate their level of "success" from different sources of evidence Drawing upon primary source materials and historical interpretations, this course examines a broad array of elementary, secondary, and higher education reform movements from the mid-19th century to the present, analyzing social, material, and ideological contexts. This intermediate-level seminar explores a topic common to all branches of educational studies from both theoretical and comparative perspectives. Prerequisite: C- or Better in EDUC200 or American Studies Major or Public Policy and Law Major. 1.00 units, Lecture
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3.00 Credits
How have schools played a role in the experiences of diverse immigrant communities in the United States How have immigrants and their children encountered U.S. culture and policies through schools and, trhough the encounters, negotiated their own roles in U.S. culture and society. In this class, we will examine both historical and contemporary efforts by educational institutions to address linguistic, cultural and religious practices, race and academic opportunity in relation to a variety of immigrant communities. The course will include a community learning component in which students will conduct interviews with immigrants who have been involved in U.S. education institutions. A prior course in Educational Studies or International Studies or Permission of Instructor. 1.00 units, Lecture
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3.00 Credits
This course investigates the education of Latinos, the largest and fastest growing minority group in the United States. By examining both the domestic and transnational contexts, we explore these central questions: How do cultural constructions of Latinos (as immigrants and natives, citizens and non-citizens) shape educational policy and teaching practices What views of citizenship and identity underlie school programs such as bilingual education, as well as Latino responses to them This course fulfills the related field requirement for Hispanic studies majors. It will also include a community learning component involving a qualitative research project in a Hartford school or community organization. Prerequisite: EDUC200 or INTS/LACS majors or Hispanic Studies majors or Anthropology majors or Permission of Instructor. 1.00 units, Lecture
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3.00 Credits
How did city dwellers' dreams of better schooling, along with public policy decisions in housing and transportation, contribute to the rise of suburbia in the 20th century How do city-suburban disparities affect teaching and learning in classrooms today What promise do Sheff v O'Neill remedies for racial isolation, such as magnet schools at the Learning Corridor, hold for the future Students will investigate these questions while developing their skills in oral history, ethnographic fieldwork, and geographical information system (GIS) software. Community learning experiences will be integrated with seminar readings and research projects. Prerequisite: C- or better in Educational Studies 200 or Psychology 225 or participation in The Cities Program or Permission of Instructor. 1.00 units, Seminar
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3.00 Credits
How do competing theories explain educational inequality How do different policies attempt to address it Topics include economic and cultural capital, racial identity formation, desegregation, multiculturalism, detracking, school choice, school-family relationships, and affirmative action. Student groups will expand upon the readings by proposing, implementing, and presenting their research analysis from a community learning project. Enrollment limited. Prerequisite: Educational Studies 200 or juniors / seniors with permission of instructor. 1.00 units, Seminar
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0.00 Credits
No Course Description Available. Prerequisite: C- or better in Political Science 102 or permission of instructor. 1.00 units, Lecture
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